Inductive and Deductive reasoning

Inductive and Deductive reasoning

Deductive and inductive approaches derive from deductive and inductive reasoning. Deductive reasoning applies a general to particular instances as opposed to inductive reasoning, which involves inference from the particular to the general. Thus, Language learning is deductive when teachers explicitly present the rule, which is later applied by students in practice tasks. In inductive language learning, however, the rules are worked out from exposure to the language in use.

Two very distinct and opposing instructional approaches are inductive and deductive. Both approaches can offer certain advantages, but the biggest difference is the role of the teacher. In a deductive classroom, the teacher conducts lessons by introducing and explaining concepts to students, and then expecting students to complete tasks to practice the concepts; this approach is very teacher-centred. Conversely, inductive instruction is a much more student-centred approach and makes use of a strategy known as ‘noticing’. Let’s take a closer look at the differences between inductive and deductive instruction, and find out how noticing can be used in the language classroom to better facilitate student learning.